Professional Documents
Culture Documents
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 64-69
Learner's Materials
2. pp. 77-81
Pages
3. Textbook Pages
4. Additional Materials
from Learning EASE Biology. Module 6.
Resource (LR) portal
writing materials, posters and pictures of organisms, organ
B. Other Learning Resource
systems, organs, tissues and cells
1
Identify the function of each part.
1. What will happen if any part of the ballpen is
missing?
2. How will you compare the work of a ballpen with
complete parts to the one with incomplete parts?
C. Do the activity in LM pp 78-81 “What Makes up
an Organism? Part I. Parts of a Human Body”
Procedure
Read the selection and answer the questions that
follow.
You are an organism just like the plants and
Presenting examples / animals.
instances of the
new lesson
2
She saw her daughter lying on the floor crying and was
holding her waist. Victoria asked her daughter, what’s
happening? Why are you in pain? Where is the pain?
Marteena answered her mother in her moaning voice. I’m
in pain, here at my lower back and during my urination it
was so painful. Victoria ran her daughter to the hospital
and it was found out that she is suffering from
____________.
(Acute Urinary Tract Infection).
Questions:
1. What do you think is the doctor’s diagnosis to
Marteena?
2. What organ is affected in that diagnosis?
3. Do you think it can function as it is?
4. How will you maintain good functioning of your
kidney?
H. Making generalizations and
What makes up human body?
abstractions
How does each part work together?
about the lesson
Directions: Read each item carefully. Choose the
letter of the correct answer.
1. The heart pumps blood that carries oxygen and
nutrients to the different parts of the body. To which organ
system does the heart belong?
A. Circulatory B. Digestive C. Excretory D.
Reproductive
2. Cancer starts from cells that start to grow uncontrollably
fast. They destroy tissues and organs. What does this say
about the effects of diseased cells on the higher levels of
organization in an organism?
A. Diseased cells do not affect the other parts of an
organism.
B. Cancer involves only certain kinds of cells and does not
affect any other kind of cell.
C. Diseased cells affect only the next higher levels of
organization that they make up – the tissues.
D. Diseased cells damage the higher levels of
I. Evaluating Learning organization they make up: tissues, organs, organ
systems, and eventually, the whole organism.
3. Each part of an organ system plays a specific function.
Which of the following structures does not match its
function?
A. Eyes : Sight B. Kidneys : Respiration
C. Heart : Circulation D. Stomach : Digestion
4. Which of the following organs is NOT part of the
circulatory system?
A. blood B. blood vessels
C. heart D. kidney
5. Which of the following activities does NOT describe a
normal function of the kidneys?
A. filter blood B. excrete water
C. reabsorb water D. produce urea and
water
3
V. REMARKS
VI. REFLECTION
4
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 69-71
Learner's Materials
2. pp. 81-83
Pages
3. Textbook Pages
4. Additional Materials
from Learning EASE Biology. Module 6.
Resource (LR) portal
writing materials, posters and pictures of organisms, organ
B. Other Learning Resource
systems, organs, tissues and cells
IV. PROCEDURES
5
Plants are also made up of organ systems: the
root and shoot systems. The root system absorbs
water and nutrients; the shoot system moves
them to the different parts of the plant.
6
C. Flowers have male and female parts; animals have
either male or female parts.
D. There is no difference between flowers and the
reproductive organs of animals.
2. The organ systems of plants consist of the root and
shoot systems. Why is it important for these organ
systems to work together?
A. To grow and survive
B. To avoid pests and other animals
C. To survive floods and strong winds
D. To survive droughts and earthquakes
3. Which is the reproductive organ of a plant?
A. flower B. leaf C. root D. stem
4. The part that provides anchorage to the plant is the
________.
A. flower B. leaf C. root D. stem
5. Which of the following is the function of a leaf?
A. To reproduce
B. To transport water
C. To absorb nutrients
D. To manufacture food
J. Additional activities for Make an interview or research for articles about certain
application or diseases that affect the heart, kidneys and other parts of
remediation the body. Bring also pictures that come to the articles.
V. REMARKS
VI. REFLECTION
7
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 71-72
Learner's Materials
2. pp. 83-85
Pages
3. Textbook Pages
4. Additional Materials
from Learning EASE Biology. Module 6.
Resource (LR) portal
Writing materials, posters and pictures of organisms,
B. Other Learning Resource
organ system, organs, tissues and cells.
8
made many three points. However, when one of his
friends passed the ball to him forcefully there was
something happened to his finger that made him to
quit. After a few minutes he noticed that it became
swollen and even more in pain. As a result, he can’t
play basketball for 1 week.
Questions:
1. What happened to Lucas?
2. Do you think if he plays basketball with his hand
condition, he can play well? Why?
9
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions What are the levels of organization in an organism?
about the lesson
Choose the letter of the correct answer.
1. Which of the following differentiates organs from
tissues?
A. Organs and tissues are made up of cells.
B. Organs and tissues make up an organ system.
C. Tissues make up organs; cells make up tissues.
D. Organs make up tissues; tissues make up organs.
2. At which smallest level of organization in an organism
can the characteristics of life be carried out?
A. Cell B. Organ C. Organ system D. Tissue
Answer:
1. C 2. A 3. D 4.D 5.
B
J. Additional activities for
Make a research on levels of organization that are bigger
application or
than the organism.
remediation
V. REMARKS
VI. REFLECTION
10
No. of learners who continue
to require
remediation
E. Which of my teaching
strategies worked well? Why
did these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish
to share with otherteachers?
11
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp. 83-85
Pages
3. Textbook Pages
4. Additional Materials
from Learning EASE Biology. Module 6.
Resource (LR) portal
B. Other Learning Resource writing materials, posters and pictures
12
D. Discuss the answers in the activity given.
Analysis:
1. What are the higher levels of biological
organization?
Discussing new concepts 2. Based on the figure, which is the smallest unit
and practicing in biological organization?
new skills #1 3. How is population differfrom organism?
4. How will you describe community?
5. What makes up an ecosystem?
6. Which is the highest level of biological
organization?
7. Describe the biosphere.
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. The following diagram is usually used to describe the
basic units of ecology.
Finding practical
applications of concepts
and skills in daily living
I. Evaluating Learning
13
Answer: B, D, A, C, E
J. Additional activities for
Make your own Illustration of higher levels of biological
application or
organization. Use pictures or drawings for the illustration.
remediation
V. REMARKS
VI. REFLECTION
14
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 76-77
Learner's Materials
2. pp. 87-91
Pages
3. Textbook Pages
4. Additional Materials https://www.google.com.ph.
from Learning
www.make me genius.com
Resource (LR) portal
B. Other Learning Resource picture, powerpoint
15
C. Do the activity
“Comparing plant and animal cells”
What is a Cell?
The word cell comes from the Latin cella, meaning "small
room". The descriptive term for the smallest living biological
structure was coined by Robert Hooke in a book he
published in 1665 when he compared the cork cells he saw
through his microscope to the small rooms monks lived
in.[4]
16
A cell can be defined as the "structural and functional unit
of life". Let us understand the cell through the following
analogy. Think of your school building. Each building is
made up of a number of classrooms. Each classroom has
four walls. Each wall is made up of bricks. Structurally,
each brick is the smallest unit of your school building. So is
the cell with respect to the body, that is, the structural unit.
To understand the functional significance of a cell, let us
consider the order of a class. Each class has a number of
students. Out of these students some are monitors. These
monitors report to the class teacher who looks after the
overall functioning of his/her class. The smallest functional
unit of a class is a student. So is the cell for the body. The
bodies of both plants and animals are made of cells.
However, they are not a carbon copy of each other.
A. PLANT CELL
B. ANIMAL CELL
17
1. Compare the shape of a plant cell with that of an
animal cell
2. Which cell parts are found in both cells?
3. Which are present only in animal cells?
4. Which are present only in plant cells?
5. Based on your observations and study of plant
and animal cells, cite differences and similarities
between them.
Class processing/discussion
E. Discussing new concepts
and practicing
new skills #2
F. Compare plant and animal cell by creating a Venn
diagram
Answer:
18
Plant cells have cell walls and chloroplasts which animal
cells do not have. Animal cells have centrioles which
plant cells do not have.
Similarity between plant and animal cells:
V. REMARKS
VI. REFLECTION
19
No. of learners who continue to
require
remediation
E. Which of my teaching
strategies worked well? Why
did these worked?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
20
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 79-81
Learner's Materials
2. pp.90-91
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://www.google.com.ph
Resource (LR) portal
B. Other Learning Resource picture, worksheet
Procedure:
21
1. Study the figures below.
C. 2. Read the selection below and answer the
questions that follow.
Study closely Figures 1 and 2. These are
diagrammatic presentations of plant and animal cells
and their parts.
Presenting examples /
instances of the
new lesson
22
that are not found in animal cells. The cell wall is
made of stiff material that forms the outermost
part of plant cells. This gives shape and
protection to them.
Plants make their own food. Chloroplasts are
important in plant cells because it is where food
is made. It contains chlorophyll which absorbs
energy from the sun to make food for plants.
Vacuoles are present in both plant and animal
cells. In plant cells, they are large and usually
occupy more than half of the cell space. They
play a role in storing nutrients and increasing cell
size during growth. Some plant vacuoles contain
poisonous substances. Vacuoles also store
water, thereby maintaining rigidity to cells and
provide support for plants to stand upright. Plant
cell vacuoles are responsible for the crisp
appearance of fresh vegetables. Vacuoles in
animal cells are small and are called vesicles.
They serve as storage of water and food and
function in the excretion of waste materials.
D. Group presentation
Analysis
1. What are the three basic parts of a
cell?
2. What do you think will happen to the
cell if plasma membrane does not
Discussing new concepts function properly?
and practicing 3. What is the purpose of the cell wall in
new skills #1 plants?
4. Why are there several chloroplasts in
the plant cell?
5. How would vacuoles in plants serve as
defense against animals that eat them?
Class processing/discussion
23
What are the functions of each part
Directions: Choose the letter of the correct
answer.
1. Which of the following parts allow different
activities of the cell to happen?
A. vacuoles B. lysosome
C. cytoplasm D. vesicle
2. Which part allows or prevents substances to
go into and out of this cell?
A. cell membrane B. cytoplasm
C. mitochondria D. nucleus
3. Which is the control center of this cell?
A. cell membrane B. cytoplasm
C. mitochondria D. nucleus
4. The part of the cell that carries proteins to
I. Evaluating Learning different parts of the cell is the ______.
A. cell wall B. endoplasmic
reticulum
C. ribosome D. vacuole
5. The part of the cell that converts energy in
food to a form usable to the cell is the
_______.
A. endoplasmic reticulum B.
mitochondrion
C. nucleus D. vacuole
Answer:
1. C 2. A 3. D 4. B 5. B
V. REMARKS
VI. REFLECTION
24
Which of my teaching
strategies worked well? Why
did these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
25
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
II. CONTENT
A. References
1. Teacher's Guide Pages pp. 79-81
Learner's Materials
2. pp.91-94
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://ww.google.com.ph
Resource (LR) portal
B. Other Learning Resource microscope, slide, pencil and worksheet
C. Presenting examples /
Do the activity “ Investigating Plant Cells”
instances of the
new lesson
26
Note: the onion skin cell must have been prepared by the
teacher beforehand.
Procedure:
1. Examine the onion skin slide under the low power
objective (LPO).
2. Shift to the high power objective (HPO).
Remember: Raise the objectives a little and look to
the side while changing objectives!
3. Remove the slide from the stage. You can now stain the
onion cells with iodine solution.
Iodine Stains! Be careful not to spill it on your skin
and clothing!
4. Using a dropper, place one or two drops of iodine solution
along one edge of the cover slip. Place a piece of tissue
paper on the other edge of the cover slip. The tissue paper
will absorb the water, and iodine solution spreads out under
the cover slip until the whole specimen is covered with stain
(Figure 4).
5. Examine the stained onion cells under the LPO and
HPO.
6. Draw three to four onion cells as seen under the HPO.
Label the parts you have identified. Indicate how much the
cells are magnified.
D. Individual Performance
Analysis:
1. Describe the onion cells.
2. Did you observe any change in the image of onion cells
before and after staining?
Discussing new concepts 3. How did the iodine solution affect the image of the onion
and practicing cells?
new skills #1 4. What parts of the onion cell can you identify?
5. Did you see the chloroplast? Why?
6. Of what importance is the contribution of the microscope
in the study of cells?
Class processing/discussion
27
H. Making generalizations and 1. What are the observable parts of an onion cell?
abstractions 2. How does the microscope help in the study of cell?
about the lesson
Directions: Choose the letter of the correct answer.
Answer:
1. D 2. A 3. D 4. A
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
28
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 85-87
Learner's Materials
2. pp. 95-98
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://www.google.com.ph/search?q=zoom+in+picture
Resource (LR) portal
Manila paper, pentel pen, picture of a light microscope
B. Other Learning Resource
with parts and functions, real light microscope
Inquiry based – building knowledge community
IV. PROCEDURES
model
A. Reviewing previous lesson
or presenting the new How do you use the microscope?
lesson
Ask the students to bring out their cellphones and
Establishing a purpose for take some pictures. Then, ask them to zoom in
B.
the Lesson the picture. Facilitate the activity through the
questions on LG p 36.
C. Presenting examples / Do the activity Part I in LM pp 85-87 “The
instances of the Microscope, Its Parts and their Functions”
new lesson Procedure
29
1. Get the microscope from its box or the
cabinet. Do this by grasping the curved arm
with one hand and supporting the base with
the other hand.
2. Carry it to your table or working place.
Remember to always use both hands when
carrying the microscope.
3. Put the microscope down gently on the
laboratory table with its arm facing you. Place it
about 7 centimeters away from the edge of the
table.
4. Wipe with tissue paper or old t-shirt the metal
parts of the microscope.
5. Figure 1 shows a light microscope that most
schools have. Study and use this to locate
different parts of the microscope.
6. Look for the revolving nosepiece. Note that
objectives are attached it.
You should know that there are lenses inside the
objectives.
7. Find the coarse adjustment. Slowly turn it
upwards, then downwards.
8. Looking from the side of the microscope, raise
the body tube. Then, turn the revolving nosepiece
in any direction until the LPO is back in position.
You will know an objective is in position
when it clicks. Note that the revolving
nosepiece makes possible the changing from
one objective to another.
9. Locate the eyepiece. Notice also that it is
marked with a number and an
x. Know that the eyepiece further magnifies
the image of the object that has been
magnified by the objective. If the eyepiece is
cloudy or dusty, wipe it gently with a piece of
lens paper.
10. Look through the eyepiece. Do you see
anything?
11. Now, locate the mirror. Then, position the
microscope towards diffused light from the
windows or ceiling light. Look through the
eyepiece and
with the concave mirror (with depression)
facing up, move it until you see a bright circle
of light.
Only use lens paper in cleaning the lenses of the
eyepiece and the objectives.
The bright circle of light is called the field of
view of the microscope. Adjust the position of
the mirror so that it is not glaring to the
eyes. Practice viewing through the microscope
using both eyes open. This willreduce eyestrain.
12. Locate the diaphragm. While looking into
the eyepiece, rotate the diaphragm to the next
opening. Continue to do so until the original
opening you used is back under the hole in the
stage.
13. Find the inclination joint.
14. Grasp the arm and slowly pull it towards you.
Sit down and try looking through the eyepiece.
30
D. Discuss the answers in the activity given.
Analysis:
24. What are the functions of the base and the arm of
the microscope?
25. What have you observed about the objectives?
26. What is accomplished by turning the coarse
adjustment upwards? downwards?
27. What is the other function of the revolving
Discussing new concepts nosepiece?
and practicing 28. Which part connects the eyepiece to the
new skills #1 revolving nosepiece with the objectives?
29. What are the two functions of the eyepiece?
30. Describe the function of the mirror
31. What do you notice as you change the
diaphragm openings?
32. What can you infer as to the function of the
diaphragm?
33. What parts of the microscope are being
connected by the inclination joint?
34. What does this movement do?
E. Discussing new concepts
and practicing Video clip: How to Use the Light Microscope
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
Select some students to demonstrate the proper ways of
applications of concepts
using the microscope.
and skills in daily living
H. Making generalizations and
What are the different parts of the microscope?
abstractions
What are the functions of each part?
about the lesson
Name the parts of the microscope by choosing it from the
box.
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
31
Did the remedial lessons
work? 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 these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish
to share with otherteachers?
32
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 87-88
Learner's Materials
2. pp. 99-100
Pages
3. Textbook Pages
4. Additional Materials
http://bioserv.fiu.edu/~walterm/human_online/microscope_index/micro_text/microscopy
from Learning
Resource (LR) portal
microscope, newspaper, scissors, forceps/tweezers, glass
B. Other Learning Resource
slide, medicine dropper, tap water, cover slip
IV. PROCEDURES
33
C. Do the activity Part 2 in LM pp 87-88 “Making a Wet
Mount and Observing Specimens”
Procedure
Making a Wet mount
1. Cut out a small letter “e” from a newspaper page.
2. Using forceps or tweezers place it in the center of
a glass slide in an upright position
3. Add a drop of tap water over the cut letter
4. Position the cover slip at 45˚ with one side
touching one edge of the water on the slide.
5. Slowly lower the other edge of the cover slip until
it rests on the water and the printed letter.
6. If bubbles become present (the perfect circles you
see on your preparation), remove or minimize it by
gently tapping the cover slip with the eraser-end of a
pencil. Make the bubble move towards the edge of
the cover slip.
Observing Specimens
1. Put the slide on the stage. Make sure that the
Presenting examples / letter is in the center of the hole in the stage and
instances of the under the LPO.
2. Watching from the side, carefully lower the body
new lesson
tube until the end of the LPO almost touches the
cover slip.
3. Look through the eyepiece. Slowly turn the coarse
adjustment upwards to raise the objective until the
letter “e” appears. Continue until you see the letter
clearly. This would indicate that you have focused it
already.
4. Hold it firmly with the stage clips.
5. Look through the microscope again. Slowly move
the slide to the right, then to the left.
6. Move the slide to the center. To shift to the HPO,
raise the body tube first. Looking from the side, turn
the revolving nosepiece to put the HPO in place.
Then, using the fine adjustment slowly lower the
objective till it almost touches the cover slip. Looking
through the eyepiece, turn the fine adjustment until
you see the clearest image.
7. Look through the eyepiece again. Then, shift to
the LPO, and scanner carefully observing the image
of the letter.
D. Discuss the answers in the activity given.
Analysis:
35. What makes the letter “e” suitable for observation
under the microscope?
36. How will you describe the position of letter “e” as
Discussing new concepts seen in the microscope?
and practicing 37. Compare the image of the letter “e” that you see
new skills #1 using your unaided eye with that you see through
the microscope.
38. To which direction does the image move after you
moved the slide to the right? To the left?
39. Why do you have to watch from the side when
changing objectives?
34
40. Why should the fine adjustment knob be used only
with the HPO?
41. In which objective/s can you see the whole letter
“e”?
42. What are the advantages and disadvantages of
using the HPO?
43. In which of the objective is the light darker?
Brighter?
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical The students will be given some prepared slides for them to
applications of concepts observe. They will be asked to operate the microscope
and skills in daily living properly to view the image clearly.
H. Making generalizations and
How will you describe the image of specimen observed
abstractions
under the microscope?
about the lesson
Directions: Choose the letter of the best answer.
1. Which of the following can be observed using the light
microscope?
A. acacia bark C. piece of stone
B. five peso coin D. tip of a plant leaf
2. An animal cell being observed is seen at the topmost part
of the field of view under the LPO. If you want to center the
specimen, which direction should you move the slide?
A. left side C. right side
B. towards the user D. away from the
user
3. Refer to the pictures below:
I. Evaluating Learning A. B.
Which of the two above shows letter “e” seen under the
microscope?
4. All of the following will be observed in the image of an
object studied under the microscope, EXCEPT
A. inverted C. magnified
B. moves in opposite direction D. moves in the same
direction
5. When using the high power objective, you should not
adjust the:
A. Diaphragm C. Coarse adjustment
B. Fine adjustment D. Stage clips
J. Additional activities for
Suggest ways on how microscope contributes to the study of
application or
different objects and organisms.
remediation
V. REMARKS
VI. REFLECTION
35
C. Did the remedial lessons
work? 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 these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers?
36
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 88
Learner's Materials
2. pp. 100
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource microscope, prepared slide, pen and paper
IV. PROCEDURES
A. Reviewing previous lesson How will you describe the position of letter “e” as
or presenting the new seen in the microscope?
lesson
Establishing a purpose for
B. What are the functions of the objectives and the
the Lesson
eyepiece of a microscope?
C. Presenting examples / Do the activity Part 3 in LM p 88 “Magnifying
instances of the Power of the Light Microscope
new lesson Procedure
37
The students will be grouped based on the
number of available microscope. Each group will
be given a microscope and a prepared slide.
1. Manipulate the microscope to focus the
specimen clearly.
2. If you see the specimen clearly, examine the
numbers indicated on the eyepiece and objective
that you used.
D. Discuss the answers in the activity given.
Analysis:
44. Describe the image of a specimen under the
microscope?
45. Does it magnified?
46. Which part/s of the microscope made the
specimen looks bigger?
Discussing new concepts 47. The magnification of a specimen can be
and practicing calculated by multiplying the number found in the
new skills #1 eyepiece with the number found on the objective
being used.
48. What is the number found in the eyepiece that
you used?
49. What is the number found in the objective that
you used?
50. How much is the specimen you are now viewing
magnified?
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical If a cell being observed has been magnified 200x under
applications of concepts the HPO, what is the magnifying power of the eyepiece
and skills in daily living used?
H. The magnification of a specimen can be calculated by
Making generalizations and multiplying the number found in the eyepiece with the
abstractions number found on the objective being used. For example, if
about the lesson a specimen is viewed using a 10x objective and a 10x
eyepiece it will be magnified 100 times.
38
5. You were given a slide which contained a
microorganism. You were asked to examine the
microorganism under the HPO. Your eyepiece is 10x and
the HPO is 45x. How many times was the microorganism
magnified?
A. 10x B. 45x C. 100x D. 450x
V. REMARKS
VI. REFLECTION
39
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 89
Learner's Materials
2. pp. 100-102
Pages
3. Textbook Pages
4. Additional Materials NSTIC Science Manual. Biology Science Manual 413M. 4
from Learning
The Compound Microscope.
Resource (LR) portal
B. Other Learning Resource microscope, science books, Internet
IV. PROCEDURES
40
Procedure
1. Turn the revolving nosepiece until the LPO is in
place.
2. Lower down the body tube so that the end of
the objective is approximately 1cm above the
stage.
3. Position the clips so that they do not extend
Presenting examples / beyond the sides of the stage.
instances of the 4. Rotate the diaphragm until the smallest opening
new lesson is in position.
5. Let the mirror stand on its edge with the
concave side facing the user.
6.Remove the eyepiece from the body tube and
place it in the socket.
7. Put back the microscope’s plastic cover.
8. Carry the microscope properly and put it back
in its case or storage cabinet.
D. Discuss the answers in the activity given.
Analysis:
51. Why do you have to put the LPO in place and not
the HPO?
52. Why is it needed to have at least 1cm distance
between the objective and stage?
Discussing new concepts 53. Why do the stage clips should not extend beyond
the sides of the stage before storing the
and practicing
new skills #1 microscope?
54. What could be avoided if you let the mirror stand
on its edge with the concave side facing the
user?
55. What is the proper way of handling the
microscope?
56. Why is it important for us to know how to take
care the microscope?
E. Discussing new concepts
and practicing Video clip: Proper Handling of Microscope
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Microscope is an important investigative tool in studying
objects and organisms around us. It is important for us to
Finding practical
know how to take care of this tool for an efficient and
applications of concepts
longer use.
and skills in daily living
Suggest ways and other practices that can help to take
care of the microscope.
H. Making generalizations and What are the proper ways in handling and storing the
abstractions microscope?
about the lesson Why do we need to take care of the microscope?
41
_____5. While observing wet mounts, you may use the
inclination joint to tilt the microscope.
V. REMARKS
VI. REFLECTION
42
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 94-98
Learner's Materials
2. pp. 103-107
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource Live specimens, magnifying lens
IV. PROCEDURES
A.
43
Have you eaten any of the following food?
Can you identify some of these?
Where do you think they come from?
Have you seen mushroom? molds? and algae?
Establishing a purpose for
B.
the Lesson How will you classify those organisms? Plants or
Animals
C. Activity: Are these also plants?
Figure 1
Presenting examples /
instances of the
new lesson
Figure 2
Figure 3
44
a. b. c. d.
Figure 4
D. For Figure1.
1. Is it a plant?
2. What is its name?
3. What is the reason for your answer in Q1?
For Figure 2
4. Is it a plant?
5. What is its name?
6. What is your reason for your answer in Q4?
7. Compare the two specimens/ pictures, how are they
different?
Discussing new concepts
8. How are they alike?
and practicing
9. Do you know of other living things like the two above?
new skills #1
10. How did you know about them?
11. Write their names if you know them.
For Figure 3
12. What do you think it is?
13. Is it a plant?
14. Give a reason for your answer in Q 13.
For Figure 4
15. Describe what you see in each (a), (b) or (c) and (d).
16. What do you think are the growths on a and b or c?
17. How about the growths?
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
What other living things can be found inyour community?
(Leads to Formative
Assessment 3)
G. On your way to school, you observed an organism which is
Finding practical
doubtfully plant. What are you going to do to make sure
applications of concepts
what
and skills in daily living
really it is?
H. What other life forms other than plants and animals
Making generalizations and have you observed?.
abstractions How will you compare them with known living
about the lesson things?
45
V. REMARKS
VI. REFLECTION
46
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 98-100
Learner's Materials pp. 107-109
2.
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
Clear plastic bag, Plastic gloves, Forceps, tweezers or
B. Other Learning Resource
tongs, Magnifying lens
IV. PROCEDURES
47
parts. There are also living things that we can see only
when we use ___________ (magnifying) lenses.
If you are going to ask by someone to classify organisms
Establishing a purpose for
B. whether it is plant or animal, how will you classify them?
the Lesson
What will be your bases in classifying them?
C. Activity: What other living things are found in the school
grounds?
1. Bring the first three materials listed when you go
out into the school
Presenting examples / grounds. Look for other things that are plant-like in the
instances of the school
new lesson grounds.Your teacher will suggest where to go and what
to collect.
2. Go back to the classroom and observe what you
collected with a magnifying lens.
3. Draw it.
D. 1. Describe what you see.
2. Describe the place where you found it.
3. What do you think it needs to live and grow?
4. Does it look like any of the organisms you saw
Discussing new concepts yesterday?
and practicing If so, which one?
new skills #1 5. How are they different from the living things you already
know, like plants?
Note: The teacher will give the names of all the organisms
they observed in Activities 1 and 2: mushrooms, molds,
algae and lichens)
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
Mushrooms and molds are different from plants. In
applications of concepts
what ways they are the same?
and skills in daily living
H. 1. What are the characteristics of organisms that you
observed?
Making generalizations and
2. Describe the place where you found the organisms.
abstractions
3. What do they need to live and grow?
about the lesson
4. How are they differ from plants?
48
I Food II Air and water III Sunlight and soil IV
Water
A. I and II B. II and III C. I and III D. II and
IV
4. Fungi cannot make their own food. What is the effect
of their food getting activities?
A. Release of oxygen
B. Production of starch
C. Trapping of solar energy
D. Decomposition of living things
5. What characteristic differentiates fungi, algae and
bacteria from the plants aside from their small size?
A. Most do not make their own food unlike plants. .
B. They cause diseases while plants and animals have
many uses.
C. They are at the base of the food chain while animals
are at the top.
D. They do not have true roots, true leaves, true stems,
fruits and flowers.
Answer:1. A 2. D 3. A 4. A 5. D
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
49
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 100-101
2. Learner's Materials Pages p. 109
Textbook
3.
Pages
4. Additional Materials from
Learning
Resource (LR) portal
Books, Internet, pen and paper, gathered information as
B. Other Learning Resource
homework
50
Study the pictures below.
D. 1. What are the other big groups of living things aside from
plants and animals?
Discussing new concepts and 2. What are the similarities among these groups?
practicing 3. How are these big groups different from the groups of
new skills #1 animals and plants?
4. How do we benefit from these groups?
5. How do these groups affect us?
E. Discussing new concepts and
practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. What are the benefits that we can derive from
mushroom and seaweeds?
Finding practical applications
of concepts What are some of the materials at home that are
usually attacked by molds? Are molds useful or
and skills in daily living
harmful? Explain your answer.
What are the other big groups of living things aside from plants and animals?
H. Expected Information:
Name of Big group/ Characteristics Uses/ Harmful
living thing or Other Benefits Effects
organism Examples
Mushroom Fungi / Not green; Food; Some
yeast, mold cannot make its decomposes species can
own food living matter cause
disease, e.g.
Making generalizations and athlete’s
foot,
abstractions ringworm;
about the lesson some are
poisonous
when eaten
Green algae, Protist (Algae)/ Has green, and Food for Some
e.g. Red algae, e.g., other colors; can humans; food considered
Caulerpaor ar- Kappaphycusor make their own for fish in pests in
arusep, Eucheuma food; some are ponds aquariums
one-celled, some and
are multicellular recreation
beaches
51
Lichen Partly fungus Algal part can Algal part
and partly alga photosynthesize; provides food
fungal part for the fungal
cannot part; fungal
part provides
a home for the
alga ; acts as
indicator of air
pollution;
lichens act as
seed bed or
spore bed
Answer: 1. A 2. C 3. B 4. B 5. D
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
52
D. No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked well? Why did these
worked?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
53
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 104-106
Learner's Materials pp. 110 -111
2.
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
Slides and cover slips, Dissecting needles (may be
improvised),Growth on decomposing banana, Bread with
B. Other Learning Resource
molds, Rotten potato, Dropper, Cotton, gauze or clean
absorbent cloth, Clean water
IV. PROCEDURES
54
What are their colors?
What organisms are present in the peelings and bread?
What do these organisms look like under the microscope?
C. Activity:
What Do These Living Things Look Like Under the
Microscope?
Part 1.
1. Get a piece of bread mold
2. Spread it with a needle until only a thin layer is on the
middle of the glass slide.
3. With the dropper, wet the spot with a drop of water.
4. Cover with the cover slip by putting down one side first
and gently laying down the cover slip until it is flat over
the specimen.
5. Place it on the microscope stage just under the low power
objective (LPO).
6. Draw what you see.
7. Focus until clear, then shift to the high power objective
Presenting examples /
(HPO).
instances of the
8. Draw what you see.
new lesson
Part 2.
Look at the figure below.
55
Under the LPO, threadlike structures and two roundish,
yellowish forms may be observed.
Under the HPO, this yellowish, roundish form has smaller
round things inside and a stalk or stem-like part
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
56
Use or discover which I wish to
share with other teachers?
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 108-109
Learner's Materials
2. pp. 115-117
Pages
3. Textbook Pages
4. http://www.cisd.org/cms/lib6/TX01917765/
Additional Materials
Centricity/Domain/1249/Sexual%20or%20Asexual.pdf
from Learning https://www.google.com.ph/search?biw=1366&bih=613&tbm=isch&sa
Resource (LR) portal =1&q=protococcus
+undergoing+binary+fission
Power point presentation or a video clip of reproduction
B. Other Learning Resource through fission of a Protococcus bacteria and budding of
a yeast.
57
IV. PROCEDURES Collaborative – think-pair-share
Presenting examples /
instances of the
new lesson
58
D. Ask the learners how the presented organisms
reproduced or increased in number.
Analysis
A. 1. What happen to the Protococcus?
2. How does Protococcus reproduce?
3. What are the characteristics of the offspring of
Discussing new concepts protococcus?
and practicing 4. If Protococcus reproduced through fission, how
new skills #1 will you describe fission?
B. 1.How does budding in yeast cells differ from binary
fission in amoebas.
2. How does yeast reproduce?
3. What are the characteristics of the offspring of
the yeast?
59
3.
____________________________
4.
___________________________________________________
V. REMARKS
VI. REFLECTION
60
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
Teacher's Guide
1. pp. 108-109
Pages
Learner's
2. pp. 115-117
Materials Pages
Textbook
3.
Pages
4. Additional https://www.google.com.ph/search?biw=
Materials from
1366&bih=613&tbm=isch&sa=
Learning
Resource (LR) 1&q=protococcus
portal +undergoing+binary+fission
scalpel or bale, microscopic slide, cover slip, microscope,
B. Other Learning Resource
tap water in clean bottle, and dropper
61
A. Reviewing previous lesson
What is fission?
or presenting the new
Why fission is considered an asexual reproduction?
lesson
Activity Proper
1. Put a small amount of scraping on a slide.
2. Add a drop of water.
3. With 2 dissecting needles, carefully tease or separate
the scraping and mix it with the water.
4. Gently place a cover slip on the slide. Examine the
scraping under the low power objective.
Presenting examples /
instances of the
new lesson
D. Group presentation
Analysis
1. How does the Protococcus look like under the
Discussing new concepts
microscope?
and practicing
2. What characteristics can you infer based from
new skills #1
what you observed?
3. How does the protococcus reproduced?
Processing of the answers
E. Discussing new concepts
Show or draw the Protococcus (from the parent cell to its
and practicing
daughter cells)
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical If Fission is true to humans, what will happen to our
applications of concepts population?
62
and skills in daily living Will it become double or decrease? Why?
H. Making generalizations
and abstractions Characterize fission in every aspect.
about the lesson
1. All of the following organisms reproduce asexually by a
process called binary fission, EXCEPT
A. amoeba B. plant C. protococcus D.
paramecium
2. During fission, a single bacteria cell can copy its DNA and
divide into how many identical cells?
A. one B. Two C. three D.
four
I. Evaluating Learning
Answer:
1. B 2. B 3. C
V. REMARKS
VI. REFLECTION
63
G. What innovation or localized
materials did I
Use or discover which I wish
to share with other
teachers?
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 108-109
2. Learner's Materials Pages pp. 115-117
3. Textbook Pages
4.
64
IV. PROCEDURES Collaborative – peer teaching
3.SPORE FORMATION
65
REGENERATION
It is also known as FRAGMENTATION. Each
piece can grow into another individual. An example
is a starfish , an arm that breaks off from the body
can develop into a new one
D.
Answer guide questions:
A. 1. What part of the starfish regrow after
being cut?
2. Why only that part grow? Why not all parts
of it?
Discussing new concepts and
B.1. What happen to a bread that was left
practicing
uneaten?
new skills #1
2. Can these organism grow as rapidly as the
Protococcus or more?
3. How the said organisms in the bread
grow?
Individual performance
H.
66
Making generalizations and
What is the difference between budding and spore
abstractions
formation?
about the lesson
A B.
1. Form of asexual reproduction in a.
spore formation
which eachfragment of an organism
develops into a clone of its parent
2. Part of the sea star that regenerates b.
spirogyra
fast and becomes like the parent.
I. Evaluating Learning 3. A group of rapidly dividing cells c.
arms
develops on an organism and breaks
away to become a new organism.
4. This organism develops on old bread d.
regeneration
5. Another example of organism that e.
mold
undergoes spore formation.
J.
V. REMARKS
VI. REFLECTION
67
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
Teacher's Guide
1. pp. 107-110
Pages
Learner's Materials
2. pp. 112-118
Pages
Textbook
3.
Pages
68
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource worksheet, pen
A. Jumbled Letter
Rearrange the jumbled letters to identify the
following statements.
Peodtnorruci – The ability of an organism to
produce new individual.
Frnofsipg – New organism produced.
Questions:
1. What common characteristics are being shown
by the picture?
2. Based from the pictures how do the organisms
produced their offspring?
C.
Do the exercise “Can you grow new plants from
“eyes”?”
Presenting examples /
instances of the
new lesson
Figure
2. Cut the potato into pieces with each piece having an
“eye”. Observe how the cut pieces look.
3. Set aside the cut pieces for 2-3 days. Draw and describe
how the cut pieces look after 3 days.
4. After 3 days, plant each piece in a can, about 10-cm
deep. Set the tuber so that the “eye” points upward.
5. Set aside the cans in a shady area. Water the soil
everyday to keep it moist.
6. Report the progress of your work to your teacher.
Discuss your work in class.
69
After this activity, you may transplant the potato plants in
your school garden. You may harvest the potatoes within
10 weeks. Check how many potatoes you can harvest from
one plant.
D. Group presentation
Analysis:
Q1. Can you give a reason why it is better to plant the cut
Discussing new concepts pieces with the “eye” pointing upward?
and practicing Q2. How many “eyes” from each potato were you able to
get?
new skills #1
Q3. How many new shoots grew from each potato “eye”
you planted?
Q4. What is the advantage of using this type of
propagation?
70
4. How many parents are required for asexual
reproduction?
A one B. Two C. three D. four
5. Which of the following is a disadvantage for asexual
reproduction?
A. It has a limited ability to adapt
B. It can produce offspring quickly
C. It does not require a lot of energy
D. The offspring are genetically identical
Answer:
1. A 2. B 3.B 4. A 5.A
V. REMARKS
VI. REFLECTION
71
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 107-110
Learner's Materials
2. pp. 112-118
Pages
3. Textbook Pages
4. https:www.you tube.com/watch?v=2WNoErUFAvl
72
Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource worksheet, pen
Answer:
1. Fission 2. Budding 3. Fragmentation/regeneration
4. spore formation 5. Asexual reproduction
C. Do the exercise “It’s My Type”
Types of No. of Similarities Parts of Examples
Asexual Parent of the Body of
Reproduction Involved Offspring where Organisms
to Parents the
Offspring
Arise
fission
Presenting examples /
instances of the budding
new lesson
spore
formation
regeneration
vegetative
D. Group presentation
Analysis
Analysis
73
Class discussion
Processing of the answers
E. Identify the type of asexual reproduction and describe how each
organisms reproduced.
A.
B.
Discussing new concepts
and practicing
new skills #2
C.
F. Developing mastery
(Leads to Formative
Assessment 3)
G. There are at least five types of asexual reproduction. Fission,
Finding practical
budding, spore formation, regeneration, and vegetative
applications of concepts
reproduction. If you are an organism, what type will you choose to
and skills in daily living
propagate? Why?
H. Making generalizations and
abstractions What are the different characteristics of asexual reproduction?
about the lesson
74
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
75
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
76
II. Heredity: Inheritance and Variation
II. CONTENT 1. Sexual reproduction
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp. 119-121
Pages
3. Textbook Pages
4. pp. https://www.google.com.ph
Additional Materials
https://www.thoughtco.com/sexual-reproduction-
from Learning
373284
Resource (LR) portal
https://www.youtube.com/watch?v=_vAhzyMuYl
B. Other Learning Resource powerpoint presentation or video presentation
IV. PROCEDURES
77
parents are not identical, except in the rare case
where they developed from the same fertilized egg.
Sexual reproduction
Examples:
78
Most plants reproduce themselves by producing
seeds. Seeds develop from flowers. Flowers are the sexual
organs of plants. The reason that plants produce flowers is
to reproduce themselves. The diagram below shows a flower
which has been cut in half so that you can see the different
parts. The male organ is called the stamen. The stamen
consists of the anthers and the filaments. The anthers
produce pollen grains which are the male reproductive cells
of plants like the sperm of animals. The female organ is
called the pistil. The pistil consists of the stigma, the style
and the ovary. In the ovary are one or more eggs or ovules
which are the female reproductive cells of plants. Pollen is
carried from the anther to the stigma by wind or insects.
Insect-pollinated flowers attract insects by producing a sweet
substance called nectar, a strong smell and large colored
petals. Most fruit and vegetables are insect-pollinated.
Pollination is the carrying of pollen from the stamens
(male part of the flower) to the stigma (on the female part
of the flower)
Animals
Red Kangaroo
79
Red kangaroos are one of the largest marsupials, and
herbivorous mobs of them bounce about eating grasses
and other vegetation. They’re usually headed by the most
mature female and include lots of other females and young
kangaroos, called joeys. When it’s mating time, males will
sometimes box each other for females with their powerful
jumping legs. The winning male deposits his sperm in the
female, where an egg is fertilized.
Sand Scorpion
D. Analysis
1. How many parent is involved in sexual
reproduction?
2. What materials are needed in sexual
reproduction?
3. List down as many characteristics as you can
Discussing new concepts about sexual reproduction.
and practicing 4. What is the product of fertilization?
new skills #1 5. How gametes are produced?
6. What is contain in a gamete?
7. What is it that we received from our parents?
8. What are the male and female parts of a flower?
9. Give examples of organisms (plants and
animals) that undergo sexual reproduction.
Class discussion/processing
E. Compare the reproduction of plants with that of animals.
Answer:
Discussing new concepts SEXUAL REPRODUCTION SUMMARY
and practicing male female type result final
new skills #2 of of result
union union
plants pollen ovule polli- single multi-
(egg) nation cell
80
zygote cell
em-
bryo
(in
seed)
animals sperm egg fertili- single multi-
zation cell cell
zygote em-
bryo
F. Define sexual reproduction in the simplest way you
Developing mastery can.
(Leads to Formative Enumerate the steps of fertilization the shortest
Assessment 3) way possible.
G. Finding practical
Have you ever observed that even if you are family not all
applications of concepts
of you have the same features. Why?
and skills in daily living
H. Define sexual reproduction in the simplest way you
Making generalizations and can.
abstractions Enumerate the steps of fertilization the shortest
about the lesson way possible.
Answer:
1. Meiosis 2. Genetic material must come from both parent
so it must be half from both3. Pistil and stamen 4. Zygote
5. Gametes
V. REMARKS
VI. REFLECTION
81
No. of learners who earned
A.
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? 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 these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers?
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
82
employ appropriate techniques using the
compound microscope to gather data about very
small objects
C.
Describe the process of fertilization; 7LT-IIg-8
( Fertilization in flowering plants)
A. References
1. Teacher's Guide Pages pp.
Learner's Materials
2. pp. 119-121
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://www.gogogle.com.ph
Resource (LR) portal
gumamela flower (withered and fresh), gumamela bud,
B. Other Learning Resource
blade, and handlens if available.
IV. PROCEDURES
83
Compare the picture with the actual flower that you have.
Questions:
1. Do they have the same parts?
2. What are the different parts of a flower?
C. TYPES OF FERTILIZATION
84
(Leads to Formative
Assessment 3)
G. Fertilization in a flower happens without us
Finding practical
knowing it. We see the new buds popping out
applications of concepts
then eventually grows slowly. What does flowers
and skills in daily living
do to our life?
H. What organs in a flower are responsible for
Making generalizations and
reproduction?
abstractions
about the lesson How each organ of a flower works together for
reproduction?
Assessment:
Answer:
1. B 2. B 3. A 4. A 5. C
V. REMARKS
VI. REFLECTION
85
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 these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
86
The learners should be able to:
employ appropriate techniques using the
B. Performance Standards
compound microscope to gather data about very
small objects
C.
Describe the process of fertilization; 7LT-IIg-8
( Fertilization in humans and animals)
Learning Competencies /
Objectives Objectives:
Write the LC code for each 1. Identify the cells involved in sexual reproduction of
humans/ animals.
2. Describe how reproduction in humans/animal occur.
A. References
Teacher's Guide
1.
Pages
Learner's Materials
2. pp. 121
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://www.gogogle.com.ph
Resource (LR) https://www.youtube.com/watch?v=UDpTaUtgf0g
portal
B. Other Learning Resource powerpoint, video clips, article
87
Human Reproduction
Objectives:
88
Sperm cell
Zygote
Fertilization
Egg cell
Ovary of a female
Parent
Testes of a male
D. Group presentation
Analysis
1. How many parents are involved in sexual
reproduction?
2. What gametes or sex cells are produced by male
parent?
Discussing new concepts 3. What gametes or sex cells are produced by female
and practicing parent?
new skills #1 4. What happens when the sperm cells unite with the
egg cell?
5. What is formed after fertilization?
6. Does the offspring’s characteristics identically the
same with its both parents? Why?
Class processing/discussion
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
Draw the process of fertilization the simplest way you
(Leads to Formative
understand it.
Assessment 3)
G. One of the most controversial issues in our country is the
approval of responsible Parenthood and Reproductive
Health Act of 2012 (Republic Act No. 103540, informally
known as the Reproductive Health Law or RH Law. It is a
law in the Philippines, which guarantees universal access
Finding practical
to methods on contraception, fertility control, sexual
applications of concepts
education, and maternal care. The government believes
and skills in daily living
that passing the Law will be a great help in our economy
since overpopulation causes.
Another reason why the government introduced the
RH bill is that the use of contraceptives cannot only be of
assistance in birth control but can also serve as protection
89
against sexually transmitted diseases like AIDS and lower
the risk of unwanted pregnancy. RH bill is all about birth
control and the Catholic Church is very much against it. In
our churches family planning with the use of contraceptives
is completely immoral. It’s like disrupting the balance of
nature. They strongly insist that “natural” family planning
should be carry out by families, that there should be no
control over it.
Answer:
1. B 2. D 3. C 4. B
5. B
90
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
91
C.
Describe the process of fertilization; 7LT-IIg-8
The difference between Asexual and Sexual
Learning Competencies /
Reproduction
Objectives
Write the LC code for each
Objective:
Differentiate sexual and asexual reproduction.
A. References
1. Teacher's Guide Pages pp.
Learner's Materials
2. pp. 119-121
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://www.gogogle.com.ph
Resource (LR) portal
B. Other Learning Resource worksheet, pen, article or video clip
3. ________________ 4. ________________
A.
92
B.
C.
Objective:
Materials:
Asexual reproduction
93
copy of itself. The genes of the original and its copy will be
the same, except for rare mutations. They are clones. The
main process of asexual reproduction is mitosis. This type
of reproduction is common among some single-cell
organisms, for example, amoeba. Many plants also
reproduce asexually. Asexual reproduction is the
formation of new individuals from the cell(s) of a single
parent.
Sexual reproduction
94
g to the
Parents
Asexual
Reproductio
n
Sexual
Reproductio
n
D. • Group presentation
• Analysis
Asexual Reproduction
• advantages
– does not require special
cells or a lot of energy
– can produce offspring
quickly
– in a stable environment
creates large, thriving
population
• disadvantages
– limited ability to adapt
face massive die-off if environment changes
Sexual Reproduction
• advantages
– lots of variation within a
species
– able to live in a variety of
environmental settings
– able to adapt to changes in
the environment
• disadvantages
– needs time & energy
– produce small populations
95
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Based from the given data about sexual and
Finding practical applications
asexual reproduction are you happy that you were
of concepts
reproduced out of sexual reproduction or would
and skills in daily living
you prefer to be born asexually? Explain.
H. Making generalizations and
State the differences between asexual and sexual
abstractions
reproduction.
about the lesson
4. Sexual 5. Asexual
V. REMARKS
VI. REFLECTION
96
No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked well? Why did these
worked?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
97
Daily Lesson Log
Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp.123-125
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource Hand lens, pen, paper
98
C. Activity: In the Garden
1. Visit your school garden.
2. Observe the living and nonliving things present in the
garden.
3. List down the living and nonliving things.
Presenting examples /
instances of the Living Things Nonliving Things
new lesson
99
Identify whether the following are biotic component or
abiotic component.
1. Plants
I. Evaluating Learning 2. Animals
3. Soil
4. Water
5. Sunlight
V. REMARKS
VI. REFLECTION
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
100
I. OBJECTIVES
A. References
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://www.google.com/search?source=hp&ei=GZzVW_
Resource (LR) portal HSNIae8QWapbvQDw&q=types+of+ecosystem+and
+examples
https://quizizz.com/admin/quiz/57df3a5e908d57b05b8ac29f
/types-of-ecosystems
IV. PROCEDURES
A. Reviewing previous lesson What are the basic abiotic factors that help biotic factors
or presenting the to survive in an ecosystem?
new lesson How does each abiotic factor functions in an ecosystem?
101
Tundra Pond
Aquarium
Pond Ecosystem
1. Which biotic factors in the pond ecosystem provides food for
the fish and the frog and other organisms?
2. What abiotic factors in the ecosystem may affect the survival of
the biotic factors?
3. How Salinity and dissolved oxygen affects the existence of the
biotic factors in a pond ecosystem?
F. Developing mastery -What abiotic factors are present in the forest and pond
(Leads to Formative ecosystem?
Assessment 3) -How would you compare these abiotic factors to the basic
abiotic factors in the ecosystem?
G. Finding practical If you want to relax and enjoy the tranquility of the
applications of concepts environment, which between Forest and Pond ecosystem
and skills in daily living would you like to do that? Why?
102
What are the major types of ecosystem?
H. Making generalizations and What type of ecosystem is the forest? The Pond?
abstractions What are the abiotic factors in the two ecosystem?
about the lesson
I. Evaluating Learning 1. Area of land with many trees containing deer, rabbits,
bears, ferns and bushes?
a. grassland b. lake/pond c. estuary d. forest
J. Additional activities for Search for the different ecological relationship in the
application or ecosystem.
remediation Describe each.
y land
VI. REFELCTION
103
E. Which of my teaching
strategies worked well?
Why did these worked?
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
104
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp.125-127
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://en.wikipedia.org/wiki/Ecosystem
Resource (LR) portal
Transparent jar, stick, water, garden soil, dead
B. Other Learning Resource twigs, stones, small plant, some insects,
medicine dropper
105
new skills #1 1. Which are the biotic components in your terrarium?
How about the abiotic components?
2. How can plant survive in the covered jar? Where
can it get the needed nutrients for photosynthesis?
3. How can the insects survive? From where will they
get the oxygen?
4. What will happen to the insects when the plant dies?
Why?
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts Explain the sayings: “No man is an Island”
and skills in daily living
H.
Why a terrarium is considered a mini
ecosystem?Describe the interdependence among the
components of the ecosystem.
A terrarium isan example of a mini ecosystem. An
ecosystem is a community of living organisms in
conjunction with the nonliving components of their
Making generalizations and environment (things like air, water and mineral soil),
abstractions interacting as a system. These biotic and abiotic
about the lesson components are regarded as linked together through
nutrient cycles and energy flows. As ecosystems are
defined by the network of interactions among organisms,
and between organisms and their environment, they can
be of any size but usually encompass specific, limited
spaces (although some scientists say that the entire
planet is an ecosystem).
106
4. Temperature, light, air, water, soil, and climate are
all __________ parts of the environment.
A. biotic B. abiotic C. boreal
D. living
5. A glass container chiefly enclosed for growing and
displaying plants and small animals.
A. Aquarium B. Terrarium C. Shark Tank
V. REMARKS
VI. REFLECTION
107
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
108
Describe the different ecological relationships found in an
Learning Competencies / ecosystem.S7LT-IIh-10
Objectives Identify the different relationships existing among
Write the LC code for each organisms in an ecosystem.
Differentiate the kinds of symbiotic relationship.
Ecological Relationships
II. CONTENT
Sub Topic: Symbiotic Relationship
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp.127-132
Pages
3. Textbook Pages
4. Additional Materials
from Learning https://en.wikipedia.org/wiki/Ecological_relationship
Resource (LR) portal
sample ecosystem in the school ground,
B. Other Learning Resource magnifying lens
C. Activity:
In a Relationship
1. Choose a study area in your school
Presenting examples / 2. Observe carefully the different organisms in your
instances of the study area.
new lesson Caution: Do not catch the organisms. Just observe
them.
3. Fill in the table below to show how organisms
interact with one another and the types of
109
relationship they are engaged in. Use the symbols
below to identify the types of relationship they have.
Symbols:
+ the organism is benefitting
- the organism is harmed
0 the organism is neither benefitting nor harmed by the
relationship
Symbiotic Relationships
+ + mutualism
+ - parasitism
+ 0 commensalism
D. 1. Which organisms are benefitting in the
relationship?
Discussing new concepts
2. Which organisms are harmed by other organism?
and practicing
new skills #1 3. How will you describe mutualism?
Commensalism? Parasitism?
Making generalizations and What are the different relationships existing among
abstractions
organisms in an ecosystem?
about the lesson
110
Direction: Match the organisms in Column A to the
symbiotic relationships that they might have in an
ecosystem in Column B.
Column A Column B
V. REMARKS
VI. REFLECTION
111
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
112
The Learners should be able to:
B. Performance Standards Conduct a collaborative action to preserve the
ecosystem in the locality
C. Describe the different ecological relationships found in an
ecosystem.S7LT-IIh-10
Learning Competencies / Identify the predators and prey animals in the
Objectives environment;
Write the LC code for each Describe how predators and prey animals interact
with each other in the environment
Ecological Relationships
II. CONTENT
Sub Topic: Predation
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp.130-132
Pages
3. Textbook Pages
4. Additional Materials http://idahoptv.org/sciencetrek/topics/predators/facts.cfm
from Learning
(https://www.youtube.com/watch?v=CsfJL-IIVz4)
Resource (LR) portal
Presenting examples /
instances of the Activity: How Do They Eat?
new lesson Direction: Observe each organism in the
picture carefully. Fill in the appropriate box to
each of the organism.
113
Parts
of
Organisms Organism Predato Prey the
s involved r body
(Eaten used
(Eater) ) by
the
eater
to
get
its
food
?
D.
1. Which organisms are involved in the pictures?
2. Which are the predators?
Discussing new concepts
and practicing 3. Which are the preys?
new skills #1 4. Which part of the body does the predator use to get its
prey?
114
H. How do the predators capture the prey animals for food?
Making generalizations and
abstractions How predators and prey animals interact with each other
about the lesson in the environment?
1.kingfisher and
fish
V. REMARKS
VI. REFLECTION
115
Daily Lesson Log
Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp.132-137
Pages
3. Textbook Pages
4. Additional Materials Biology Science and Technology Textbook for
from Learning
Second Year 2009 Edition pp. 75-76
Resource (LR) portal
B. Other Learning Resource pen/pencil, worksheet, pictures
116
Kinain ng uwak ang ahas na kumain ng daga na kumain ng
damo sa ilalim ng tulay (2x)
Kinain ng uwak, kinain ng uwak, kinain ng uwak ang ahas
na kumain ng daga na kumain ng damo sa ilalim ng tulay.
C.
Activity : Watch What you Eat
117
2. Construct a food chain using the organisms listed
on the table above.
G.
V. REMARKS
VI. REFLECTION
118
Which of my teaching
strategies worked well? Why
did these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
119
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp.132-137
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource pictures of different organisms, picture of a sun
A.
120
Identify the statements below. Rearrange the jumbled
letters to get the correct answer.
1. Usn – The main source of energy
2. Srpdoceru – Organisms that can make their own
Establishing a purpose for food
B.
the Lesson 3. Nstlpa – The most common producers in the
ecosystem
4. mrcnsosue – Organisms that feed on other
oraganisms
Developing mastery
(Leads to Formative
Assessment 3)
The picture above shows that frog eats the worm and the
frog is eaten by the snake.
Will the snake acquire the total energy obtained by the
plant from the sun? Why?
G. What do you think will happen to the population of the
Finding practical worm if the number of frog in the community increases?
applications of concepts What will be its effect on the population of snake? Depend
and skills in daily living your answer.
121
1. Given with the following organisms: rabbit, lion,
carrot, fox, construct a food chain.
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
122
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
Learner's Materials
2. pp.137-139
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
two small, clear jars with covers and with holes all over at
least three large clay flower pots,soil, rubber gloves, trowel,
B. Other Learning Resource microscope, slides and cover slips, magnifying lens, pole
for aerating composting materials and wire covers for the
clay pots
123
What are decomposers?
Establishing a purpose for Name some of the common scavengers you know.
B.
the Lesson Why are scavengers and decomposers important in an
ecosystem?
C. Activity: What to do with food waste?
1. Set up the composting pots and jars in advance. In
one covered jar, put some food wastes. In the other
covered jar, put a layer of soil at the bottom, followed by
a layer of food wastes covered with a layer of soil.
Repeat until the jar is full. Do the same for the clay pots,
filling one first before moving to the second pot, until the
third (or last pot) is full. Water the jar and pots with soil
if the soil dries up.
2. Do not water the jar of food wastes without soil.
Observe the food wastes and living organisms that you
find in the jar daily. Record your observations on a table
like the one below:
Presenting examples /
instances of the
new lesson
3. Do the same for the jar with soil and the clay pots as
soon as they are full. Include observations about the
soil.
4. After a week, and every week thereafter, mix the
contents of a clay pot to provide air to the organisms
underneath the surface the soil.
5. Continue your observations until the food wastes can
no longer be seen and everything looks like soil. This
means that decomposition of the food wastes is
complete or nearly so. You have made compost.
6. Use the magnifying lens and microscope to examine
very small and microscopic organisms. On Day 1, get
small samples of the soil and make wet mounts to
examine it under the microscope. Repeat this after a
week and every week thereafter until the observations
are concluded.
7. Draw the microscopic organisms you observe and try
to identify them with the help of reference books.
D.
What organisms did you find in the compost jar or pot
Discussing new concepts
from Day 1? List them down in the order of appearance.
and practicing
new skills #1 Construct at least one food chain and one food web
based on your observations.
E.
124
Discussing new concepts
and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. In your own community, observe common and unique
population relationship. Determine how organisms in each
Finding practical
applications of concepts relationship are affected. Imagine how your community
and skills in daily living would be like without these relationships. Write your
observations and predictions on a journal.
V. REMARKS
VI. REFLECTION
125
remediation who scored below
80%
C. Did the remedial lessons
work? 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 these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
126
School Grade Level Grade 7
Teacher Learning Area Science
GRADES 1 to 12
Daily Lesson Log Teaching
Quarter Second
Date and Time
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
Learner's Materials
2.
Pages
3. Textbook Pages
4. Additional Materials Science and Technology II Biology Textbook 2009 Edition;
from Learning pp. 344-352
Resource (LR) portal biology.tutorvista.com/ecology/abiotic-factors.html
Chairs, tables, blackboard, posters, manila papers, articles
B. Other Learning Resource
on environmental issues
127
1. Study the situations below with your group.
128
What are the changes happening in the abiotic
factors of the ecosystem?
Making generalizations and
What are the possible effects of changes in abiotic
abstractions
factors on the ecosystem?
about the lesson
What possible solutions can you suggest in some
environmental problems?
1. Coral reef
A. Promote it as an ecotourism destination
B. Collect corals as souvenir items for tourists
C. Collect coral fishes and sell them to pet shops
2. Rainforest
A. Cut the big trees into log
B. Advertise it as a camping site
C. Get only minor forest products
I. Evaluating Learning 3. River
A. Filter it for drinking
B. Use the water for irrigation
C. Construct a dam to generate electricity
4. Hilly land
A. Make it as jogging area
B. Convert it into an industrial area
C. Develop it into a housing subdivision
5. Mangrove swamp
A. Convert it into fishpond
B. Gather mollusks for food
C. Cut the mangroves to make charcoal
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
129
What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
130