Teacher Mrs. CHARLINE A.

RADISLAO Grade Level 7

GRADE SEVEN Learning Area Science
DAILY LESSON PLAN Teaching Dates and August 28-31, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards The Learners The Learners The Learners The Learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of understanding of understanding of understanding of
the parts and functions the parts and functions the parts and functions the different levels of
of the compound of the compound of the compound biological organization
microscope microscope microscope
b. Performance The learners should be The learners should be The learners should be The learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
c. Learning Identify parts of the focus specimens using focus specimens using describe the different
Competencies/ microscope the the levels of
Objectives and their functions; compound microscope; compound microscope; biological organization
from cell
S7LT-IIa-1 S7LT-IIb-2 S7LT-IIb-2 to biosphere;
S7LT-IIc-3
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Microscopy: Parts and Proper Handling and Focusing Specimens Levels of Biological
Functions Use of The on the Microscope Organization
Microscope
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Department of Reyes, V.F., & Reyes, V.F., & Education. (2003).
Education. (2009). Alfonso, L. G. Alfonso, L. G. The Pyramid of Life
Science and (1979). (1979). (Levels of Biological
Technology II The microscope: The microscope: Organization).
textbook. (Rev. ed.). Part 1. Manila: Part 1. Manila: Biology Demystified:
Pasig City: Alemar- Alemar- A Self-Teaching
Instructional Phoenix Publishing Phoenix Publishing Guide. Retrieved
Materials House House January 16,
Development 2012 from
Corporation. http://www.educati
on.com/
1. Teacher’s Guide Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
pages
2. Learner’s Materials Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the class what Ask the class what are Recap on the Rules to Recall the smallest
lesson or presenting instrument they use the light system and observe when identifiable unit where
the new lesson when they need to see mechanical system of handling or using the we can detect
minute objects more the microscope. What microscope existence of life
clearly. How are these would happen if one
instruments similar to part is damage?
one another?
B. Establishing a Why the microscope is How important is the Application on the Life follows a
purpose for the considered a powerful microscope in the field concepts learned in hierarchy of
lesson tool? of biology? Microscopy increasing complexity
How is it significant in
our lives

C. Presenting Common types of Show picture

examples/instances microscope depicting the levels of
of the new lesson organization in an
 organism
D. Discussion of new Parts and Functions of Things to observe in Preparing glass slides Levels of Biological
concepts and a Compound light Handling and Using and Organization (Cells,
practicing new skills microscope the microscope. Focusing the letter “e” Tissues, Organs, Organ
#1 System, Organism)
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery Draw ,Label and Make a poster Answering of the Answering of the
(Leads to Formative Identify the parts and showcasing proper Activity: How to Use Activity 1: What
Assessment 3) functions of a microscope usage the Microscope Makes up an
compound light Organism
Microscope
G. Finding Practical Recent The benefits of being Any damage inflicted
applications of biotechnologies which able to observe things cells affects the tissue
concepts and skills in allows us to live a not seen with the level
daily living more comfortable life unaided eye
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Summative Test Summative Test Formative Test Summative Test
J. Additional Activities
for application of
remediation
II. REMARKS
III. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
a. No of learners who earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored below 80%
c. Did remedial lessons
 work? No. of learners
who have caught up with
the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work well?
Why did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE SEVEN Grade Level 7
Teacher Mrs. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 3-5, 2018 Quarter Second
Time 1:00- 2:00 PM/ 2:00- 3:00 PM

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards the different levels of the different levels of the different levels of the difference between
biological organization biological organization biological organization animal and plant cells
b. Performance The Learners should be The Learners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
c. Learning describe the different describe the different describe the different differentiate plant and
Competencies/ levels of levels of levels of animal
Objectives biological organization biological organization biological organization cells according to
from cell from cell from cell presence or
to biosphere; to biosphere; to biosphere; absence of certain
S7LT-IIc-3 S7LT-IIc-3 S7LT-IIc-3 organelles;
S7LT-IId-4
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Levels of Biological Levels of Biological Levels of Biological Animal and Plant Cells
Organization Organization Organization
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References Abistado J.M. and Abistado J.M. and Abistado J.M. and Prentice
Valdoz M.P.(2013). Valdoz M.P.(2013). Valdoz M.P.(2013). Hall(1995).Exploring
Science Links. Rex Science Links. Rex Science Links. Rex
Publishing Publishing Publishing
life science laboratory
manual.New
Jersey:Prentice
 Hall,Inc.
1. Teacher’s Guide Module 1 pp. 1-11 Module 5 pp. 4-7 Module 1 pp 4-7 Module 2 pp. 1-6
pages
2. Learner’s Materials Module 1 pp. 1-9 Module 5 page 7 Module 1 pp 4-7 Module 2 pp. 1-8
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
c. Other Learning
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Recall that cell is the Let the class name the Show pictures of Recall organisms may
lesson or presenting basic unit of life and different organ system different examples of it be plants or animals
the new lesson when cells are that composes the population is composed of cells
grouped together and human organism
performs the same
function it is then
called tissues
b. Establishing a It is important to know An organism is No organism lives Let students know that
purpose for the that our organs are composed of different independently. Several there are things that
lesson composed of cells organ systems. Any different populations plants are capable of
performing one damaged to the lower make up a community. doing while animals
function level of organization And the communities cannot. This is
affects the totality of interaction to abiotic because of certain
the organism factors makes up an biological structures in
ecosystem their respective cells
c. Presenting Presentation of the Show pictures of an Name the different Flash a picture of
examples/instances Human Torso model organism and group of populations that makes Plants and Animals
of the new lesson organisms of same up your community and let the students
kind living in the same and the abiotic factors site differences in their
place you need in order to function and
survive capabilities
 d. Discussion of new Level of Organization Levels of Levels of Organization Plants and Animal
concepts and ( Organs and Organ Organization (Community, Cells
practicing new skills System) (Organism and Ecosystem, and
#1 Population) Biosphere)
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Name the Organs that Site different Show a picture of an Perform Activity 1:
(Leads to Formative composes the examples of ecosystem and let the Comparing Plant and
Assessment 3) Digestive, population in your students name the Animal cells
Respiratory, and vicinity different communities
Circulatory System and abiotic factors that
are in it
g. Finding Practical To take good care of How organisms in a A change in one Animals directly or
applications of our organs, we need to population share population may cause indirectly depend on
concepts and skills in take good care of our resources changes in other plants for food, due to
daily living cells populations. Living the chloroplast that is
organisms need the present in plant cells
abiotic factors in order which is responsible
to survive. for photosynthesis.
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Summative Test Summative Test Formative Test Summative Test
j. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
h. No of learners who earned
80% in the evaluation
i. No. of learners who
require additional
 activities for remediation
who scored below 80%
j. Did remedial lessons
work? No. of learners
who have caught up with
the lesson
k. No. of learner who
continue to require
remediation
l. Which of my teaching
strategies work well?
Why did these work?
m. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
n. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE SEVEN Grade Level 7

Teacher Mrs. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and August 22- 24, 2018 Quarter Second
 Time 1:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

A. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards the difference between the difference between the difference between organisms that can only
animal and plant cells animal and plant cells animal and plant cells be seen through the
microscope, many of
which consist of only
one cell
b. Performance The Learners should be The Learners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
c. Learning differentiate plant and differentiate plant and explain why the cell is identify beneficial and
Competencies/Objecti animal animal considered harmful
ves cells according to cells according to the basic structural and microorganisms;
presence or presence or functional unit of all S7LT-IIf-6
absence of certain absence of certain organisms;
organelles; organelles; S7LT-IIe-5
S7LT-IId-4 S7LT-IId-4
B. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Plant Cells Animal Cells Animal and Plant Cells Fungi, Protists, and
Bacteria
D. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Prentice Prentice Prentice Carale, L., Galvez, E. &
Hall(1995).Exploring life Hall(1995).Exploring life Hall(1995).Exploring life Reyes, R. (1990).
science laboratory science laboratory science laboratory Science and
manual.New manual.New manual.New Technology for a
Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Better
Life 2. Biology
Workbook. Makati:
 Basic Media Systems.
1. Teacher’s Guide Module 2 pp. 5-6 Module 2 pp. 1-6 Module 1 pp 4-7 Module 3 pp. 1-13
pages
2. Learner’s Materials Module 2 pp. 5-8 Module 2 pp. 1-8 Module 1 pp 4-7 Module 3 pp. 1-9
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Recall on cellular Recall on cellular Recap on past lesson Remember the Organ
lesson or presenting organelles unique to organelles unique to on Level of Biological system of plants
the new lesson plant cells animal cells Organization
b. Establishing a Some living
purpose for the Ask students if all Ask students if How essential are cells organisms exhibits
lesson plant cells contain animals are able to in life? characteristics very
chloroplast? make their own food. similar to plants and
animals
c. Presenting Ask students if they Flash a picture of an
examples/instances Let the students Let students prepare have any idea how the edible mushroom and
of the new lesson prepare onion scale for cheek cells specimen organelles work human with fungal
microscopy study for microscopy together for the cell to infections. Let the
function students site the
differences and
similarities between
the two pictures
d. Discussion of new Plant cells parts and Animal Cells Parts Portray the different Fungi: Characteristics,
concepts and practicing functions and Functions functions of certain Benefits and Harm
new skills #1 cell structures
e. Discussion of new
concepts and
practicing new skills
 #2
f. Developing mastery Perform Activity 2: Make a Venn Diagram Create a comic strip Growing Bread Mold
(Leads to Formative Investigating plant on the Parts of Plant having the cellular Spores Activity
Assessment 3) cells and Animal cells organelles as the Minilab 20.1 p. 530
characters. The theme Biology Dynamics of
would be about their Life
function
g. Finding Practical Not all plant cells Cells have various Cells interact with Fungi are both friend
applications of contains chloroplast, structures and perform each other to produce and foe. Some such as
concepts and skills in take for example root different functions. a well coordinated mushrooms provide
daily living cells. The major site of cell. food. Other fungi
food production in produce antibiotics.
plants are the leaves, Yet fungi also damage
so it is expected that crops, buildings, and
chloroplast is animals
prevalent in leaf cells
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering of Activity Summative Test Comic strip making Answering of Activity
Sheet Sheet
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
a. No of learners who earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored below 80%
c. Did remedial lessons
work? No. of learners
 who have caught up with
the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work well?
Why did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE SEVEN Grade Level 7

Teacher Mrs. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 10-14, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

A. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards organisms that can only organisms that can only organisms that can only reproduction being both
be seen through the be seen through the be seen through the asexual or sexual
microscope, many of microscope, many of microscope, many of
which consist of only which consist of only which consist of only
one cell one cell one cell
b. Performance The Learners should be The Learners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
c. Learning identify beneficial and identify beneficial and identify beneficial and differentiate asexual
Competencies/Objecti harmful harmful harmful from sexual
ves microorganisms; microorganisms; microorganisms; reproduction in terms of:
S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 *number of individuals
involved;
*similarities of offspring
to parents;
S7LT-IIg-7
B. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Fungi, Protists, and Fungi, Protists, and Fungi, Protists, and Asexual reproduction
Bacteria Bacteria Bacteria Sexual reproduction
D. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Carale, L., Galvez, E. & Carale, L., Galvez, E. & Carale, L., Galvez, E. & Campbell, N.A. &
Reyes, R. (1990). Reyes, R. (1990). Reyes, R. (1990). Reece, J. B. (2009).
Science and Science and Science and Biology (8th edition).
Technology for a Technology for a Technology for a San Francisco:
Better Better Better Pearson/Benjamin
 Life 2. Biology Life 2. Biology Life 2. Biology Cummings.
Workbook. Makati: Workbook. Makati: Workbook. Makati:
Basic Media Systems. Basic Media Systems. Basic Media Systems.
1. Teacher’s Guide Module 3 pp. 1-13 Module 3 pp. 1-13 Module 3 pp. 1-13 Module 4 pp. 1-4
pages
2. Learner’s Materials Module 3 pp. 1-9 Module 3 pp. 1-9 Module 3 pp. 1-9 Module 4 pp. 1-7
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
E. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Remember that fungi Protozoans or animal- Recall that One of the
lesson or presenting are unicellular or like protist resemble prokaryotes are characteristics of an
the new lesson multicellular animals in the way unicellular organisms organism is that it is
eukaryotic organism. they get food that don’t have a capable of reproducing.
There are some nucleus or membrane
beneficial fungi and bound organelles.
fungi that cause harm. They are called
bacteria
b. Establishing a Besides form fungi, There are Protist Ask students if they Ask students on how to
purpose for the what are other living which can make their have any idea on any propagate a tomato
lesson organisms aside from own food “good bacteria” plant if you want to
plants and animals? preserve its desirable
characteristics?
c. Presenting Animal like protist Plant like protist, no Touch on importance
examples/instances true roots, stems, and of bacteria in
of the new lesson leaves Nitrogen fixation, Ask students if they
recycling of have seen Katakataka
nutrients, food and leaf
medicine.
Diseases caused by
 bacteria like TB and
tetanus
d. Discussion of new
concepts and Protists (Protozoans) Protists (Algae) Bacteria Asexual Reproduction
practicing new skills (Vegetative
#1 Propagation and Spore
Formation)
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery KWL Chart on Perform Activity 1:
(Leads to Formative Film Showing benefits and harm Film Showing Can you grow Plants
Assessment 3) caused by species of from Eyes?
algae
g. Finding Practical Some Protists cause Red tide which causes Bacteria cause Due to increase
applications of diseases, such as poisoning of birds, diseases. Other demand for food due to
concepts and skills in malaria and sleeping fishes and mammals bacteria fix nitrogen, increasing population.
daily living sickness, that result in are caused by algae recycle nutrients, and Farmers can propagate
millions of human help make food plants faster through
deaths products and asexual reproduction
medicines
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Summative Test KWL Chart Summative Test Performing of Activity
j. Additional Activities
for application of
remediation
F. REMARKS
G. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
h. No of learners who earned
80% in the evaluation
i. No. of learners who
 require additional
activities for remediation
who scored below 80%
j. Did remedial lessons
work? No. of learners
who have caught up with
the lesson
k. No. of learner who
continue to require
remediation
l. Which of my teaching
strategies work well?
Why did these work?
m. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
n. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE SEVEN Grade Level 7

Teacher MRS. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

A. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards reproduction being both reproduction being both organisms that can only reproduction being both
asexual or sexual asexual or sexual be seen through the asexual or sexual
microscope, many of
which consist of only
one cell
b. Performance The Learners should be The Learners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
c. Learning differentiate asexual differentiate asexual describe the process of describe the process of
Competencies/Objecti from sexual from sexual fertilization; fertilization;
ves reproduction in terms of: reproduction in terms of: S7LT-IIg-8 S7LT-IIg-8
*number of individuals *number of individuals
involved; involved;
*similarities of offspring *similarities of offspring
to parents; to parents;
S7LT-IIg-7 S7LT-IIg-7
B. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Asexual reproduction Asexual reproduction Asexual reproduction Asexual reproduction
Sexual reproduction Sexual reproduction Sexual reproduction Sexual reproduction
D. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
5. Teacher’s Guide Module 4 pp. 1-4 Module 4 pp. 1-4 Module 4 pp. 4-5 Module 4 pp. 4-5
pages
6. Learner’s Materials Module 4 pp. 1-7 Module 4 pp. 1-7 Module 4 pp. 7-10 Module 4 pp. 7-10
pages
7. Textbook pages
8. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
E. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Recall that vegetative Recall that when an In flowering plants Recall that the flower
lesson or presenting the propagation and spore organism reproduce sexual reproduction is is the reproductive
new lesson formation type of asexually then it is an synonymous with a structure in plants.
reproduction can exact copy of the unique structure-the Some plants have the
happen without a mate parent flower male and the female
reproductive structures
in one flower.
b. Establishing a Give other means on Ask students what will Pollination and Let students analyze
purpose for the how to reproduce happen if a sea star fertilization in seed their physical
lesson asexually lost or injured its arm plants are two different appearance, let them
and separate events identify which of their
traits came from their
mother or father.
c. Presenting An individual splitting Show a picture or Pollination brings Present a picture of a
examples/instances into two or arises from video of a together the gametes of family
of the new lesson the outgrowth of regenerating sea star a flower Each pollen
existing ones forms a tube that grows
down through the pistil
and reaches the ovule
in the ovary. One of the
nuclei in the pollen
tube unites with the egg
nucleus in the ovule to
form a zygote
d. Discussion of new Fragmentation and Pollination and Animal Sexual
concepts and Fission and Budding Regeneration Fertilization in Reproduction
practicing new skills Flowering Plants
#1
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Perform Activity 2: Video Clip on Perform Activity 3: Film Showing on
(Leads to Formative Can One become regenerating sea star Structure of a Sexual Reproduction
Assessment 3) Two? Gumamela Flower
g. Finding Practical Organisms that can The term regeneration Sexual reproduction These genetic
applications of reproduce asexually normally refers to need two parents, a differences which
concepts and skills in are particularly well regrowth of missing or male and a female and results from sexual
daily living suited to colonize new damaged body parts in involves specialized reproduction help to
habitats because a higher organisms, but cells or gametes. ensure the survival of
single individual can whole body the species in changing
establish an entire new regeneration occurs in environmental
population starfish, and many conditions
plants
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering of Activity Summative Test Answering of Activity Answering of Activity
Sheets Sheets Sheets
j. Additional Activities
for application of
remediation
F. REMARKS
G. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
o. No of learners who
earned 80% in the
evaluation
p. No. of learners who
 require additional
activities for
remediation who scored
below 80%
q. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
r. No. of learner who
continue to require
remediation
s. Which of my teaching
strategies work well?
Why did these work?
t. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
u. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

GRADE SEVEN Grade Level 7

Teacher MRS. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards organisms interacting organisms interacting organisms interacting organisms interacting
with each other and with each other and with each other and with each other and
with their environment with their environment with their environment with their environment
to survive to survive to survive to survive
b. Performance The Learners should be The Learners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
conduct a collaborative conduct a collaborative conduct a collaborative conduct a collaborative
action to preserve the action to preserve the action to preserve the action to preserve the
ecosystem in the locality ecosystem in the locality ecosystem in the locality ecosystem in the locality
c. Learning differentiate biotic from differentiate biotic from describe the different describe the different
Competencies abiotic components of abiotic components of ecological relationships ecological relationships
/Objectives an ecosystem; an ecosystem; found in an found in an
S7LT-IIh-9 S7LT-IIh-9 ecosystem; ecosystem;
S7LT-IIh-10 S7LT-IIh-10
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic
relationships relationships relationships relationships
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy
through trophic levels through trophic levels through trophic levels through trophic levels

IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
 Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
2. Learner’s Materials Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Remember that in an Recall that the Let the student’s site Ask the students what
lesson or presenting ecosystem, both living environment is connection between would happen if there
the new lesson and nonliving composed of the living and nonliving is scarcity of resource
components are living and non-living things in the in the environment?
involved components environment.
b. Establishing a How important are the How do living Let the students listen Organisms need to
purpose for the abiotic factors in the organisms make use of to the song coexist with each
lesson environment for our abiotic components in “Magkaugnay” by other and must adapt
survival? order to survive Joey Ayala to the environment in
order to survive
c. Presenting
examples/instances
of the new lesson
d. Discussion of new Biotic and Abiotic Infer what happens to Ecological Ecological
concepts and Components in the organisms if their Relationships Relationships
practicing new skills Environment environment is not able (Symbiotic (Symbiotic
#1 to provide them with Relationships) Relationships)
their basic needs.
e. Discussion of new
concepts and
 practicing new skills
#2
f. Developing mastery Perform Activity 1: Perform Activity 2: Activity 3: Which Eats Role Playing of
(Leads to Formative What does it mean to Housemates? What? Symbiotic
Assessment 3) be Alive? Ecomates Relationships
g. Finding Practical Living organisms There is Values Integration – Relationships also
applications of cannot survive without interdependence among Responsibility and exist in the lower
concepts and skills in the nonliving the components of the Relationships forms of organism
daily living components of the environment;
environment. organisms interact with
their environment to
survive.
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering the Answering the Answering the Role playing
Activity Sheets Activity Sheets Activity Sheets
j. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
a. No of learners who earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored below 80%
c. Did remedial lessons
work? No. of learners
who have caught up with
the lesson
d. No. of learner who
continue to require
remediation
 e. Which of my teaching
strategies work well?
Why did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE SEVEN Grade Level 7

Teacher MRS. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards organisms interacting organisms interacting organisms interacting organisms interacting
with each other and with each other and with each other and with each other and
with their environment with their environment with their environment with their environment
to survive to survive to survive to survive
b. Performance The Learners should be The Learners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
conduct a collaborative conduct a collaborative conduct a collaborative conduct a collaborative
action to preserve the action to preserve the action to preserve the action to preserve the
ecosystem in the locality ecosystem in the locality ecosystem in the locality ecosystem in the locality
c. Learning predict the effect of predict the effect of predict the effect of predict the effect of
Competencies/Objecti changes in changes in changes in changes in
ves one population on other one population on other abiotic factors on the abiotic factors on the
populations in the populations in the ecosystem. ecosystem.
ecosystem; ecosystem; S7LT-IIj-12 S7LT-IIj-12
S7LT-IIi-11 S7LT-IIi-11

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic
relationships relationships relationships relationships
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy
through trophic levels through trophic levels through trophic levels through trophic levels

IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
 a. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 9-11 Module 5 pp. 11-15 Module 5 pp. 11-15 Module 5 pp. 11-15
pages
2. Learner’s Materials Module 5 pp. 7-10 Module 5 pp. 11-17 Module 5 pp. 11-17 Module 5 pp. 11-17
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Recall that symbiotic Ask the students to Food chains always Show a food chain and
lesson or presenting relationship could compare and contrast starts with plants or let the students
the new lesson either be +/+,+/-,+/0 predation from photosynthesizing identify the trophic
relationship parasitism organisms level of each organism
b. Establishing a What would happen if How is energy passed Identification of the
purpose for the there is an overlap of on the food chain trophic level of the What to do with
lesson niches organisms involve in a biodegradable waste?
food chain
c. Presenting Show a picture of a Show students an Since plants can make
examples/instances lion eating a deer example of a food their own food then
of the new lesson chain they are termed as Flash the ff phrases on
producers while the board:
animals as consumers  Nitrogen cycle
 Carbon-
Oxygen Cycle
d. Discussion of new Predation and Food chain and Food Producers, first Cycling of Nutrients
concepts and Competition web order/primary
practicing new skills consumers, 2nd
 #1 order/secondary
consumers......
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Let the students Answer Energy Perform Activity 4:
(Leads to Formative Picture Analysis illustrate 5 food chains Transfer In the What to do with Food
Assessment 3) and interlink it to form Ecosystem Waste
a food web
g. Finding Practical In order to survive we Through these series o The food web can be Materials in the form of
applications of must know how to f steps of eating and viewed not only as a nutrients needed by
concepts and skills in defend ourselves from being eaten, energy network of chains but living things are cycled
daily living possible harm. flows from one also as a series of between organisms and
When a shared resourc trophic level to trophic (nutritional) the environment.
e is in short supply, another. Green plants levels. Energy flows and
organisms compete, or other materials are cycled in
and those that are photosynthesizing the ecosystem. Indeed,
more successful organisms use light we live in a dynamic
survive. energy from the sun to world.
manufacture
carbohydrates for their
own needs
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Oral Recitation Making of food chains Summative Test Summative Test
and food web
j. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
a. No of learners who
earned 80% in the
 evaluation
b. No. of learners who
require additional
activities for
remediation who scored
below 80%
c. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work well?
Why did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?